Univ.of  111.  Library 
51 

19(7 


ANCIENT  AND  MODERN 


SUNDAY-SCHOOL 

METHODS 


TEIR  ORIGIN , ORGANIZATION , GOVERNMENT 
OFFICERS  AND  LITERATURE. 


BY 

R.  H.  BOYD,  D.  D.,  LL.  D. 


FIRST  EDITION. 


NASHVILLE.  TENN.: 

NATIONAL  BAPTIST  PUBLISHING  BOARD. 
1 900. 


COPYRIGHTED  BY 
DR.  R.  H.  BOYD, 
NASHVILLE,  TENN. 
1009. 


PREFACE. 


The  aim  of  this  little  book  is  to  furnish 
the  Sunday-school  teacher,  in  compact  form, 
a comprehensive  statement  of  Sunday-school 
methods.  The  Sunday-school  has  become  so 
essential  in  modern  church  life  and  has  de- 
veloped such  great  complexity,  both  in  or- 
ganization and  method,  in  the  growth  of  ideas 
with  regard  to  education  in  general  and  the 
duties  of  the  church  in  particular,  that  it 
has  taken  on  new  character  of  importance. 
The  author  has  had  thirty-five  years  of  ex- 
perience ; first,  as  pastor ; second,  as  superin- 
tendent and  teacher,  and  third,  as  Secretary 
of  the  National  Baptist  Publishing  Board, 
which  Board  has  had  the  supervision  of  both 
the  Sunday-school  and  its  literature,  and  has 
kept  these  continually  in  mind  from  three 
points  of  view.  First,  the  organization  and 
growth  of  the  Sunday-school ; second,  the  gov- 
ernment and  officers  of  the  Sunday-school; 

(3) 


4 


PREFACE. 


third,  the  literature  and  teachings  of  the  Sun- 
day-school, especially  in  the  rural  and  desti- 
tute regions. 

Many  admirable  books  have  been  written 
of  late  on  Sunday-school  and  its  work;  and 
the  intention  and  purpose  of  the  author  in 
this  little  lecture  or  booklet  is  not  to  supplant 
any  of  these,  but  it  is  his  hope  and  highest 
ambition  to  stimulate  and  encourage  the 
Sunday-school  worker  to  a more  thorough 
research  and  more  complete  study  of  both  the 
ancient  and  modern  Sunday-school  methods, 
in  order  that  he  or  she  may  become  more 
thoroughly  acquainted  with  and  better 
equipped  for  the  onward  march  of  the  great 
Sunday-school  army  that  is  doing  so  much 
to  spread  the  Word  of  God  systematically 
among  the  rising  generation.  If  this  booklet 
proves  a help  to  one  earnest  Sunday-school 
worker,  the  author  will  feel  richly  rewarded 
for  his  labor  and  prayers  spent  in  preparing 
it.  He  dedicates  and  sends  it  forth  with  the 
earnest  prayer  that  it  will  be  helpful  and 
serviceable  to  the  thousands  of  Sunday-school 
workers  in  the  rural  districts. 

I am  respectfully, 

The  Author. 


CONTENTS 


PAGB 


PREFACE 3 

INTRODUCTION 7 

CHAPTER  I. 

THB  SUNDAY-SCHOOL : ITS  ORIGIN  AND  PURPOSE.  . . 9 

CHAPTER  II. 

THB  SUNDAY-SCHOOL : ITS  ORGANIZATION  AND 

GROWTH 19 

CHAPTER  III. 

THB  SUNDAY-SCHOOL  : ITS  GOVERNMENT  AND 

METHODS 28 

CHAPTER  IV. 

SUNDAY-SCHOOL  OFFICERS:  THEIR  APPOINTMENT, 

CALLING,  QUALIFICATION  AND  WORK, 38 

CHAPTER  V. 

OUR  SUNDAY-SCHOOL  LITERATURE*.  ITS  HISTORY, 

ITS  PUBLICATION  AND  VALUE 49 

CHAPTER  VI. 

THE  STATUS  OF  SUNDAY-SCHOOL  WORK  IN  AMER- 
ICA  66 

CHAPTER  VII. 

SUNDAY-SCHOOL  PUBLISHING  PLANTS  AND  PERIOD- 
ICALS  71 


(5) 


INTRODUCTION. 


The  subject  of  which  this  little  book  treats 
must  be  of  abiding  interest  to  all  Christian 
workers,  especially  to  those  who  have  de- 
light in  the  work  of  the  Sunday-school.  In 
these  times  when  such  particular  attention 
is  being  given  to  the  highest  possible  devel- 
opment of  the  young  spirtually,  it  is  very 
necessary  that  they  who  would  lend  them- 
selves and  their  talents  to  the  Sunday-school 
movement  shall  be  familiar  with  its  origin, 
history,  progress  and  present  status.  The 
reader  cannot  look  through  the  pages  of  this 
volume,  even  hurriedly,  without  seeing  the 
splendid  arrangement  of  a vast  amount  of 
information  in  so  small  a compass. 

It  seems  to  me  that  Dr.  Boyd  has  given 
much  time  to  this  book  to  be  able  to  gather 
so  much  information  that  could  have  been  ob- 
tained only  by  consulting  many  sources.  Busy 

(7) 


8 


INTRODUCTION. 


teachers  will  fird  that  each  division  of  the 
work  is  a “ready  reference,”  a thing  to  be 
very  much  desired  in  these  days,  when  so 
much  knowledge  is  to  be  sought  for  by  those 
who  would  serve  as  instructors  in  our  Sun- 
day-schools. Indeed,  it  is  not  only  essential 
that  our  teachers  shall  know  how  to  teach, 
but  it  is  necessary  that  they  shall  know  wha,t 
to  teach.  To  know  the  origin  and  history  of 
any  great  movement  is  the  first  duty  of  one 
who  enlists  in  the  Cause.  In  order  that  one 
may  give  himself  helpfully  and  intelligently 
to  a cause,  he  must  feel  the  inspiration  that 
comes  from  a knowledge  of  the  righteous- 
ness of  its  purpose  and  the  solidity  of  its 
foundation. 

I commend  this  little  volume  to  the  great 
army  of  Sunday-school  workers  with  the 
firm  conviction  that  the  author  has  done  a 
great  service  to  the  movement  by  putting 
such  a concise  treatment  of  the  subject  pre- 
sented into  their  hands. 

Nathaniel  H.  Pius. 


ANCIENT  AND  MODERN  SUN- 
DAY-SCHOOL METHODS. 


CHAPTER  I. 

THE  SUNDAY-SCHOOL : ITS  ORIGIN 
AND  PURPOSE. 

The  term  Sunday-school  brings  together 
two  words,  Sunday,  the  Christian  Sabbath, 
and  school,  which  convey  the  idea  of  a 
modern  institution  of  learning.  It  is  possi- 
ble that  the  words  Bible  institution  convey 
a clearer  meaning  to  the  reader  than  the 
words  Sunday-school. 

ITS  ORIGIN. 

We  have  many  Jewish  traditions  and 
sacred  history  examples  of  ancient  Bible 
schools  or  institutions,  where  historv  and 

(9) 


ANCIENT  AND  MODERN 


10 

i i: 

sacred  oracles  were  taught  to  the  young. 
Referring  to  the  Jewish  traditions.  Dr. 
Trumbull  in  his  Yale  lectures  tells  us  that 
Methuselah  was  taught  by  Mishna  before 
the  flood,  and  that  after  the  flood  Shem  and 
Eber  had  a house  or  a school  of  instruction ; 
that  Abraham  was  a student  of  one  of  the 
sacred  books  at  three  years  of  age,  and  that 
he  was  afterwards  instructed  by  Melchizedek 
in  matters  concerning  the  priesthood ; that 
Moses  taught  a Bible  school,  and  that  Jethro 
and  the  young  Joshua  were  his  pupils.  We 
are  assured  by  tradition  that  King  Heze- 
Jdah  was  a great  friend  to  the  Bible  schools 
of  his  day,  and  used  to  go  with  his  children 
to  see  that  they  were  properly  taught. 

Let  us  now  turn  from  Jewish  traditions 
to  history.  Josephus  says  that  from  the 
days  of  Moses  down  to  his  own  days  it  was 
customary  for  the  Jews  to  assemble  in  their 
synagogues  every  Sabbath  to  learn  the  law 
as  it  was  taught  by  the  rabbi,  and  that 
every  Jew  thus  trained  was  so  familiar  with 


SUNDAY-SCHOOL  METHODS.  11 

the  laws  that  he  could  repeat  them  as  readily 
as  he  couid  his  own  name.  Other  writers 
tell  us  that  Bible  schools  were  common 
throughout  Palestine  in  connection  with  the 
synagogues  at  the  beginning  of  the  Christian 
era.  The  essential  features  in  all  these 
Bible  schools  resembled  our  modern  Sunday- 
school.  The  Jewish  children  from  five  to 
ten  years  of  age  were  taught  the  Bible  texts 
only,  and  afterward  they  were  instructed 
in  other  schools  in  what  would  correspond 
to  our  catechisms,  commentaries  and  lesson 
helps.  Such  were  the  Bible  schools  at  the 
time  6i  our  Lord’s  birth.  We  must  there- 
fore suppose  that  he,  like  other  Jewish  chil- 
dren, attended  the  Bible  school  at  Nazareth. 
We  are  thus  assured  by  both  tradition  and 
sacred  history  that  God  has  provided  in  all 
ages  for  the  religious  training  of  the  children. 

We  have  only  to  consult  the  Bible  to  find 
that  it  abounds  in  injunctions  to  teach  the 
law  of  God  to  the  young.  When  God  gave 
his  reasons  for  selecting  Abraham  as  his 


12  ANCIENT  AND  MODERN 

special  agent  for  a great  work,  He  says* 
“For  I know  him,  that  he  will  command  his 
children  and  his  household  after  him,  and 
they  shall  keep  the  way  of  the  Lord,  to  do 
justice  and  judgment.”  We  also  find  that 
Moses,  in  giving  the  law  to  the  Israelites, 
said,  “These  words,  which  I command  thee 
this  day,  shall  be  in  thine  heart:  and  thou 
shalt  teach  them  diligently  unto  thy  chil- 
dren.”] 

One  cannot  read  the  New  Testament  with- 
out seeing  that  the  idea  of  teaching  was  as 
prevalent  in  the  days  of  Christ  and  the  apos- 
tles as  it  i3  in  this  day.  We  find  Christ  at 
the  age  of  twelve  years  in  the  temple,  amidst 
the  doctors,  teaching;  that  is,  he  was  both 
asking  and  answering  questions.  Matthew 
says  that  Christ  went  about  in  all  Galilee 
teaching  in  the  synagogues. 

We  find  it  recorded  in  the  Acts  of  the 
Apostles  that  “they  ceased  not  to  teach  and 
preach.”  Again,  “Paul  and  Barnabas  con- 


SUNDAY-SCHOOL  METHODS.  13 

tinued  in  Antioch,  teaching  and  preaching 
the  word  of  the  Lord.” 

One  of  the  early  ecclesiastical  writers  says, 
“The  apostolic  church  made  the  school  the 
connecting  link  between  herself  and  the 
world.”  He  further  says,  “So  popular  and 
influential  were  the  Christian  schools  of  the 
fourth  century,  that  Julian,  the  apostate, 
issued  an  edict  suppressing  Christian  teach- 
ing in  the  schools  he  sought  to  take  under 
his  control.”  Christians  were  persecuted 
and  accused  of  propagating  their  cause  by 
getting  the  children  into  their  schools.  AH 
these  early  schools,  however,  were  only  Bible 
schools. 

Writers  differ  as  to  the  origin  of  the 
modern  Sunday-school  idea,  but  from  what 
we  can  learn  from  history,  the  modern  Sun- 
day-school movement  originated  in  the  latter 
part  of  the  eighteenth  century,  almost  con- 
temporaneously with  the  modern  missionary 
movement.  Wc,  therefore,  must  conclude 
that  the  same  divine  impulse  that  moved  the 


14 


ANCIENT  AND  MODERN 


Christian  churches  to  organize  societies  for 
the  propagation  of  the  Gospel  in  home  and 
foreign  lands,  prompted  the  organization  of 
the  Sunday-school  movement  for  the  moral 
and  religious  education  of  the  ignorant  and 
neglected  children  of  Christian  countries. 

ITS  ORIGINAL  PURPOSES. 

However  widely  historians  may  differ  as 
to  the  origin  of  the  modern  Sunday-school, 
they  all  agree  that  the  first  Sunday-schools 
were  missionary  in  their  character  and 
methods,  being  designated  exclusively  for 
the  neglected  children  of  the  poor.  They 
were,  however,  not  at  first  a part  of  the 
regular  organized  church  work,  but  were  de- 
pendent upon  the  benevolent  enterprises  and 
supervision  of  individual  men  and  women 
who  felt  called  to  the  work  by  the  Holy 
Spirit.  In  these  schools  the  children  were 
taught  reading,  writing  and  the  sacred  cate- 
chisms. In  many  instances  these  benevolent 
men  and  women  did  not  teach  the  schools 


SUNDAY-SCHOOL  METHODS. 


15 


themselves,  but  teachers  were  paid  small 
sums  for  their  services,  the  object  being  to 
furnish  the  children  with  a limited,  ele- 
mentary education.  Tne  reader  must  bear 
in  mind  that  there  were  no  public  schools 
at  that  day,  either  in  Europe  or  America, 
and  that  education  among  the  laboring 
classes  was  almost  entirely  neglected  during 
the  early  part  of  the  eighteenth  century. 

The  church,  which  has  always  been  the 
schoolmistress  of  the  world,  had  become  so 
indifferent  to  the  spiritual  welfare  of  the 
people,  especially  of  the  lower  classes,  as  to 
leave  them  without  any  religious  instruc- 
tion. There  was  a corresponding  decline  of 
morals  and  piety  in  America.  That  colonial 
clergy  were,  like  their  brethren  in  England 
and  the  masses  of  the  people,  openly  profane, 
or  totally  indifferent  to  religion.  As  strange 
as  it  may  seem,  it  was  at  this  critical  period 
that  the  remarkable  revival  of  religion  that 
characterized  the  middle  of  the  eighteenth 
century  took  place.  The  churches  therefore 


16 


ANCIENT  AND  MODERN 


began  laying  great  stress  on  the  work  among 
the  children,  although  it  is  generally  con- 
ceded that  the  honor  of  modern  Sunday- 
school  belongs  to  Mr.  Robert  Raikes,  of 
Gloucester,  England.  It  is  said  that  a Chris- 
tian woman  was  conversing  with  Mr.  Raikes 
one  day  in  Gloucester  on  the  subject  of  edu- 
cating the  young,  when  he  pointed  to  a 
group  of  neglected  children  on  the  streets 
and  said,  “What  can  we  do  with  them?” 
She  replied,  “Let  us  teach  them  to  read,  and 
take  them  to  church.” 

As  to  his  purpose  of  establishing  this 
modern  Sunday-school,  we  will  allow  him  to 
speak.  He  says,  “I  was  expressing  my  con- 
cern to  one  at  the  forlorn  and  neglected  state 
of  the  children,  and  was  told  if  I were  to 
pass  through  the  streets  on  Sunday  it  would 
shock  me  indeed  to  see  the  crowd  of  chil- 
dren who  were  spending  this  sacred  day  in 
noise  and  riot  to  the  extreme  annoyance  of 
all  decent  people.  I was  determined  to  make 
some  little  effort  to  remedy  this  evil.  Hav- 


SUNDAY-SCHOOL  METHODS. 


17 


ing  four  persons  who  had  been  accustomed 
to  instruct  children,  I engaged  to  pay  the 
same  sum  they  required  for  receiving  and 
instructing  such  children  as  I should  send 
to  them  every  Sunday  morning.  The  chil- 
dren were  to  go  soon  after  ten  o’clock  in 
the  morning  and  stay  until  twelve;  they 
were  then  to  go  home  and  return  at  one, 
and  after  reading  the  lesson  they  were  to  be 
conducted  to  the  church.  After  church  they 
were  to  be  employed  in  reading  the  cate, 
chisms  until  half-past  five,  and  then  to  be 
dismissed  with  the  injunction  to  go  home 
without  making  a noise,  and  by  no  means 
to  play  in  the  streets.” 

It  will  be  seen  from  this  quotation  that 
the  purposes  of  this  modern  Sunday-school 
were  for  both  the  secular  and  religious  train- 
ing of  the  children. 

The  Sunday-school  of  the  present  is  essen- 
tially a Bible  school.  It  is  no  longer  the 
place  designated  to  merely  look  after  poor 
and  neglected  children,  to  get  them  off  the 


18 


SUNDAY-SCHOOL  METHODS. 


streets,  nor  to  look  after  their  physical  needs. 
The  public  school  of  to-day  has  taken  up 
these  phases  of  work,  and  nobly  is  it  per- 
forming the  task.  Specialists  of  all  kinds 
are  engaged  there  seeking  the  best  possible 
means  of  improving  the  boy  and  the  girl 
physically  and  mentally.  Now  the  Sunday- 
school  is  working  and  praying  for  the  spir- 
itual uplift  of  all  the  people,  hence  the 
“Cradle  Roll”  and  the  “Adult  Classes."  Con- 
secrated men  and  women  are  spending  time, 
talent  and  money  to  fit  themselves  as  Bible 
teachers.  Indeed  it  has  gone  out  that  Bible 
trained  and  learned  teachers  must  be  de- 
veloped to  meet  the  demand,  and  it  may  be 
well  said  now,  that  “The  final  test  of  the 
Sunday-school  is  the  result.  A well-or- 
ganized Sunday-school  is  organized  for  a 
purpose:  to  save  the  lost,  to  build  up  the 
right  ideal  of  life,  to  increase  in  the  knowl- 
edge of  the  Bible,  to  give  the  world  wide 
vision." 


CHAPTER  II. 


THE  SUNDAY-SCHOOL:  ITS  ORGANIZATION 
AND  GROWTH. 

ITS  ORGANIZATION. 

Most  writers  date  the  organization  of  the 
modern  Sunday-school  movement  from  the 
work  of  Mr.  Robert  Raikes,  Gloucester,  Eng- 
land, which  he  started  in  the  month  of  July, 
1780.  But  for  our  purpose  we  must  date 
it  from  the  time  it  was  taken  in  charge  by 
and  became  a part  of  the  different  evangeli- 
cal Christian  churches,  or  at  least  from  the 
date  that  the  Bible  was  introduced  and  made 
a text-book  in  these  schools.  Mr.  Raikes 
as  editor  was  able  to  direct  the  attention  of 
the  press  and  people  to  the  new  work.  It  is 
said  that  even  the  Queen  of  England  soon 
became  interested  in  this  work,  and  sent 

(19) 


20 


ANCIENT  AND  MODERN 


for  Mr.  Raikes  in  order  to  learn  something 
of  his  new  movement. 

Due  credit  must  be  given  to  that  apostle 
of  religion,  Mr.  John  Wesley,  who  was  quick 
to  see  the  value  of  this  work  and  bring  it 
to  the  attention  of  his  followers  both  in  Eng- 
land and  America. 

Bishop  Asbury,  of  the  Methodist  Episcopal 
Church  of  America,  was  the  first  to  suggest 
the  organization  of  the  modern  Sunday- 
school  in  connection  with  his  church,  and 
conducted  this  organization  in  Hanover 
County,  Virginia,  in  1786,  six  years  after 
the  work  of  Mr.  Raikes  had  begun. 

It  was,  however,  left  to  the  Baptists,  first 
to  bring  the  open  Bible  into  the  Sunday- 
school  as  a text-book.  It  is  said  that  Mr. 
Wm.  Fox,  of  London,  England,  deacon  of  a 
Baptist  church,  in  the  year  1795,  feeling  that 
the  aim  of  Mr.  Raikes  was  secular  rather 
than  religious,  put  the  Bible  into  the  Sunday- 
school,  and  thus  transformed  it  into  a reli- 
gious as  well  as  a moral  institution.  The 


SUNDAY-SCHOOL  METHODS. 


21 


Baptists  may  well  feel  proud  that  one  of 
their  number  performed  so  great  a service 
for  Christianity.  It  will  not  be  out  of  place 
here  to  state  that  throughout  all  the  modern 
Sunday-school  movements  the  Baptists  have 
been  among  the  foremost  in  the  work.  The 
first  Baptist  Sunday-school  in  America  was 
organized  at  Pawtucket,  R.  I.,  in  1797.  The 
first  Sunday-school  organized  in  New  York 
City  was  by  a Negro  woman,  Kate  Fergu- 
son. 

The  first  Sunday-school  society  in  America 
was  organized  in  Philadelphia,  Pa.,  in  1791. 
and  the  first  Sunday-school  Convention  of 
a national  character  held  in  America,  was  in 
New  York  City,  October  3,  1832.  It  is  said 
that  there  were  220  delegates  in  attendance, 
and  fifteen  states  were  represented. 

The  most  historic  Sunday-school  Conven- 
tion, the  one  that  marked  the  beginning  of 
the  present  modern  international  Sunday- 
school  idea,  was  held  in  Indianapolis,  Indi- 
ana, April  16,  1872.  At  this  meeting  twen- 


22 


ANCIENT  AND  MODERN 


ty-two  states  were  represented,  together 
with  many  foreign  countries.  It  was  at  this 
historical  meeting  that  the  first  international 
system  of  uniform  Sunday-school  lessons  was 
adopted.  This  change,  like  the  first,  was  at 
the  suggestion  and  under  the  leadership  of 
that  noted  Baptist  layman  and  Bible  scholar, 
Mr.  B.  F.  Jacobs,  superintendent  of  the  Mich- 
igan Avenue  Baptist  Sunday-School,  Chicago, 
111.  Upon  his  suggestion  and  under  his 
leadership,  a committee  was  appointed  to 
arrange  a course  of  limited  texts  from  the 
Bible  that  would  lead  to  a systematic  study 
of  the  entire  book  during  the  period  of  seven 
years.  This  first  committee  consisted  of 
twenty-three  members  representing  the 
United  States,  Canada,  Australia  and  India, 
and  was  composed  of  both  laymen  and  cler- 
gymen, some  of  whom  were  among  the  most 
noted  scholars  of  the  age. 

The  organization  of  the  modem  Sunday- 
school  idea  has  long  carried  with  it  the 
church  idea. 


SUNDAY-SCHOOL  METHODS. 


23 


Dr.  Blackall,  in  speaking  of  the  relation 
of  the  Sunday-school  work  to  the  church, 
says  in  the  following  language: 

“No  school  can  properly  exist  without 
direct  relation  to  some  church.  Any  other 
condition  is  abnormal.  Whether  a home- 
school  or  mission-school,  it  is  the  church  at 
work,  on  the  gospel  plan,  teaching  the  word 
of  life.  It  bears  a relation  to  the  church 
as  real  as  does  the  prayer-meeting.  It  is 
one  of  the  strong  arms  of  the  church:  the 
right  hand  that  grasps  and  wields  the  sword 
of  the  Spirit  to  cut  down  error  and  slay 
sin.  Viewed  in  this  light,  it  may  well  be 
regarded  as  the  teaching  session  of  the 
church,  next  only  to  the  preaching  session, 
in  which  all  have  a part,  and  from  which 
neither  youth  nor  age  should  think  of  gradu- 
ating. 

“This  being  the  case,  it  is  obvious  that  the 
maintenance  of  the  school  should  not  devolve 
upon  a few,  but  be  the  work  of  the  church 
as  such.  Its  needs  ought  to  enter  into  the 


24 


ANCIENT  AND  MODERN 


estimates  of  the  year,  and  provision  should 
be  made  for  it  as  cheerfully  as  for  the  pas- 
tor’s salary  or  other  necessary  items  of  ex- 
pense, leaving  the  contributions  of  the  school, 
in  the  main,  free  from  missionary  purposes 
along  the  same  lines  and  at  the  same  times 
as  are  adopted  by  the  church.” 

From  the  above  statement  we  can  readily 
see  that  our  modern  Sunday-schools  must 
have  system,  and  system  is  organization  or 
systematic  arrangement.  The  fundamental 
principles  that  are  essential  to  a proper  and 
complete  organization  of  any  body  or  insti- 
tution are:  first,  a purpose  of  organizing; 
second,  the  object  to  be  accomplished;  third, 
systematic  arrangement  of  the  several  parts 
of  a whole,  so  that  each  part  will  contribute 
to  the  object  to  be  accomplished.  It  is  with 
this  fact  in  view  that  we  have  our  modern 
Sunday-school  idea. 

ITS  GROWTH. 

Under  this  systematic  arrangement,  our 
modern  Sunday-school  has  made  rapid 


SUNDAY-SCHOOL  METHODS. 


25 


growth.  This  rapid  growth  which  is  the 
outcome  of  our  modern  Sunday-school  idea 
cannot  readily  be  attributed  to  any  one  sect 
or  denomination,  as  each  knew  and  felt  that 
its  preparation  as  well  as  its  office  of  dissemi- 
nating gospel  training,  depended  largely 
upon  its  activity  in  teaching  the  rising  gen- 
eration. Hence  we  find  this  awakening  of 
all  the  religious  denominations  to  the  task 
set  before  them. 

The  growth  of  the  modern  Sunday-school 
idea  has  made  progress  in  proportion  to  the 
activity  of  Bible  teaching.  This  Bible  teach- 
ing may  be  profitably  characterized  or  sys- 
tematized into  three  distinct  periods,  which 
for  convenience  we  will  give  under  three 
heads: 

First:  the  memorizing  period. 

Second:  the  catechismal  period. 

Third : the  systematical  period. 

The  first  idea  of  our  modern  Sunday- 
school  teachings  was  to  teach  the  youth  to 
memorize  verses,  and  even  chapters  of  the 


26 


ANCIENT  AND  MODERN 


Bible.  There  are  those  still  living  who  can 
recollect  young  men  and  women,  living  in 
the  same  village  or  community,  who  were 
noted  for  the  number  of  Bible  verses  they 
could  memorize.  This  teaching  is  not  to  be 
condemned,  as  its  benefits  are  great  bless- 
ings to  those  who  avail  themselves  of  it. 

The  catechismal  period  grew  possibly  out 
of  the  sectarian  or  denominational  idea,  in 
which  each  denomination  endeavored  to 
formulate  and  deduce  the  Bible  into  creeds 
or  doctrines  suited  to  the  particular  needs 
of  their  own  denomination.  This  period 
brought  with  it  its  blessings,  and  caused  a 
rapid  growth  of  Protestant  ideals. 

The  Baptists  were  not  slow  to  discover 
their  opportunity  and  seize  upon  it.  A 
backward  glance  over  Baptist  statistics  will 
show  how  rapid  was  the  growth  of  the  Bap- 
tist denomination  during  this  period. 

A noted  Baptist  divine  said  upon  one  oc- 
casion : “If  all  the  books  were  burned  except 
the  Bible,  the  Baptists  would  have  nothing 


SUNDAY-SCHOOL  METHODS.  27 

to  fear.”  Again:  “An  open  Bible  without 
note  or  comment  is  a Baptist  safeguard  in 
any  community.” 

The  systematical  period:  “This  period,  as 
we  have  before  stated,  dates  back  to  1872, 
when  each  denomination  began  a systematic 
study  of  the  Bible  in  concert.  This  period 
brought  into  activity  both  the  pen  and  the 
press.  Each  sect  or  denomination  found 
use  for  its  ripest  scholars.  Men  and  women 
in  every  walk  of  life,  from  the  day  laborer 
to  the  President  of  the  United  States,  from 
the  servant  girl  to  the  mistress  of  the  White 
House,  have  taken  a part  in  the  religious  ac- 
tivity brought  about  by  the  rapid  growth  of 
this  systematic  teaching  of  the  word  of  God 
in  the  modern  Sunday-school,  known  as  the 
International  Sunday-School  Lesson  Helps. 


CHAPTER  III. 


THE  SUNDAY-SCHOOL : ITS  GOVERNMENT 
AND  METHODS. 

It  is  generally  conceded  by  a majority  of 
the  best  informed  writers  of  the  age,  both 
religious  and  secular,  that  the  beginning  of 
the  modern  Sunday-school  ideals  was  the 
beginning  of  the  modern  religious  reform 
and  has  proven  to  be  the  great  safeguard 
which  .has  conducted  civil  and  religious 
liberty  to  its  present  high  state  of  perfec- 
tion. It  has  proven  to  be  one  of  the  greatest 
human  institutions,  and  I believe  is  accepted 
by  all  as  a great  divine  agency,  which  is  only 
surpassed  by  the  church  itself  in  its  impor- 
tance in  spreading  and  perpetuating  divine 
truth.  There  has  been  considerable  discus- 
sion both  on  the  platform  and  by  the  press 

(28) 


SUNDAY-SCHOOL  METHODS. 


29 


as  to  whether  the  Sunday-school  is  the 
church  at  work,  or  a working  church.  It  is, 
however,  certain  that  the  two  are  insepara- 
ble. 

ITS  GOVERNMENT. 

It  makes  a great  difference  whether  we 
start  with  the  right  ideas  in  regard  to  Sun- 
day-school government,  or  whether  we  start 
with  the  wrong  ideas.  Therefore  it  is  best 
here  to  state  once  for  all,  so  that  it  may  be 
definitely  settled,  that  the  Sunday-school  is 
a branch  of  the  church  to  which  it  is  at- 
tached— whether  this  Sunday-school  be  a 
regular  Sunday-school,  held  in  the  audito- 
rium, or  in  the  lecture-room,  or  in  the  base- 
ment, or  whether  it  is  one  of  the  mission 
branch  schools,  or  a house  school;  whether 
the  officers  selected  are  appointed  by  the 
church  or  elected  by  pupils  assembled, 
whether  provision  is  made  by  the  church  for 
supplies,  literature  and  library,  or  whether 
the  pastors  and  officers  attend  in  person,  or 
only  give  their  influence — the  Sunday-school 


so 


ANCIENT  AND  MODERN 


is  a branch  of  the  church,  and  should  be  un- 
der the  government  and  control  of  the  same. 

There  are  Sunday-schools  whose  officers 
and  teachers  act  as  though  they  were  en- 
tirely independent  of  the  church,  but  this 
is  a great  mistake.  There  are  churches  also 
who  treat  their  Sunday-schools  as  no  parent 
would  treat  his  child.  They  allow  the  Sun- 
day-school teachers  and  workers  to  raise  all 
the  money  for  current  expenses.  They  take 
no  heed  to  the  needs  of  the  schools  in  respect 
to  furnishing  it  with  music  books,  Bibles, 
lesson  helps,  libraries,  or  with  any  of  the 
necessary  paraphernalia  that  go  to  make  up 
a well-regulated  Sunday-school.  This  is 
negligence  on  the  part  of  the  church  and  its 
officers,  and  is  therefore  a great  mistake. 
It  is  but  natural  under  such  conditions  that 
the  Sunday-school  workers  should  feel  that 
if  they  are  compelled  to  provide  all  the 
“sinews  of  war,”  they  are  able  to  direct  the 
expenditure  of  the  same,  regardless  of  the 
wishes  of  the  pastors  and  deacons,  or  eveD 


SUNDAY-SCHOOL  METHODS. 


31 


of  the  church  itself.  Therefore  the  church 
is  by  duty  bound  to  provide  for  the  needs 
of  the  Sunday-school,  and  should  be  as  care- 
ful at  its  regular  meetings  to  make  provi- 
sion for  the  current  expenses  of  the  Sunday- 
school  as  it  is  for  the  pastor’s  salary  or 
other  incidental  expenses. 

Any  church  having  control  of  the  Sunday- 
school  has  a perfect  right  to  say  who  shall 
or  who  shall  not  superintend  its  school,  even 
though  it  does  not  appoint  the  superintend- 
ent and  officers  or  even  nominate  them.  It 
is  by  necessity  compelled  to  hold  the  veto 
power,  and  say  who  shall  or  who  shall  not 
exercise  these  functions.  The  pastor  of  the 
church  is  the  pastor  cf  the  Sunday-school 
also,  and  it  is  a fatal  mistake  if  his  face 
is  unfamiliar  in  the  Sunday-school,  or  his 
voice  is  rarely  heard.  The  pastor  whose 
school  is  loyal  to  him,  will  find  that  from 
the  ranks  of  the  Sunday-school,  he  will  get 
his  most  active  and  best  working  members. 

In  mission  schools  where  there  is  no  regu 


32 


ANCIENT  AND  MODERN 


lar  organized  church,  the  school  may  assume 
the  responsibility  of  being  self-governing, 
but  even  in  such  a case,  as  soon  as  a church 
is  formed,  though  this  church  is  made  up 
of  converts  from  the  Sunday-school,  the 
church  should  and  must  assume  the  au- 
thority. 

The  foregoing  statements  are  no  new  con- 
clusions in  Baptists  ranks,  for  you  will  notice 
In  Hiscox’s  Church  Directory,  which  was 
adopted  for  use  in  Baptist  churches  as  early 
as  1850,  on  page  117,  in  speaking  of  the 
mission  of  a Baptist  church,  under  the  head 
of  Sabbath-schools,  the  following,  which  is 
worthy  of  note,  as  it  has  become  the  settled 
doctrine  of  the  entire  Baptist  denomination. 
Dr.  Hiscox  says,  “The  school  is  created  by, 
is  dependent  on,  and  under  the  absolute  con- 
trol of  the  church.  In  this  case  the  church 
appoints  its  officers  and  teachers,  yearly  per- 
haps, the  same  as  they  would  appoint  a com- 
mittee for  any  other  specific  work — either 
with  or  without  instructions,  with  or  with- 


SUNDAY-SCHOOL  METHODS. 


out  power  to  fill  vacancies,  as  they  may  pre- 
fer. The  church  is  responsible  for  its  sup- 
port, and  under  obligations  to  maintain  a 
watchful  guardianship  over  its  welfare,  and 
the  manner  in  which  the  work  is  performed. 
When  the  period  of  their  office  expires,  they 
report  to  the  church,  which  re-appoints  them, 
or  fills  their  places  with  others.” 

Dr.  Blackall,  one  of  the  ablest  Sunday- 
school  writers,  in  speaking  of  the  relation 
of  the  church  and  Sunday-school,  says,  "No 
school  can  properly  exist  without  direct  rela- 
tion to  some  church.  Any  other  condition 
is  abnormal.” 

Dr.  Schauffier,  who  is  indeed  a noted 
writer  and  Sunday-school  superintendent, 
says,  "The  church  is  not  a branch  of  the 
Sunday-school,  but  the  Sunday-school  is  a 
branch  of  the  church.” 

Dr.  Burton,  speaking  upon  the  same  sub- 
ject, says  in  the  following  terse  language: 
“The  Sunday-school  as  now  existing  is  an 
agency  of  the  Christian  church.  It  is  to  be 


34 


ANCIENT  AND  MODERN 


classed  along  with  public  worship,  preaching, 
prayer-meeting,  as  one  of  the  means  by 
which  the  church  seeks  to  accomplish  its 
great  aim,  the  conversion  of  men,  and  their 
salvation  in  Christian  character.” 

We  must  conclude  therefore  that  the 
church  is  the  source  of  government  for  the 
Sunday-school.  Each  officer  must  of  neces- 
sity be  a member  of  the  church  of  which  the 
Sunday-school  is  a branch,  in  fellowship 
with  the  church,  and  subject  to  its  discipline. 

ITS  METHODS. 

The  method  in  all  intelligent,  self-directed 
work  is  subordinate  to  the  purpose.  But  it 
should  be  understood  that  it  by  no  means 
follows  that  method  is  unimportant.  A good 
method  therefore  consists  simply  in  such  an 
adjustment  of  means  to  the  existing  condi- 
tions as  is  conducive  to  the  attainment  of 
the  end  in  view.  We  may  further  conclude 
that  if  the  end  is  important  to  such  an  ad- 


SUNDAY-SCHOOL  METHODS. 


35 


justment,  then  the  method  is  inferior  in  im- 
portance only  to  the  end  itself. 

The  best  work  can  be  done,  and  the  most 
satisfactory  results  attained  only  by  the  use 
of  the  best  means.  When  we  are  provided 
with  good  implements,  we  must  learn  the 
best  way  to  use  them.  Such  a knowledge 
does  not  come  to  us  intuitively,  but  must  be 
sought  with  diligence  and  patience,  and  of 
course  this  also  involves  some  cost  of  time 
and  effort,  and  perhaps  money,  but  the  re- 
sults will  be  abundant. 

People  are  accustomed  to  speak  of  success- 
ful Sunday-school  management  as  if  it  were 
a great  mystery.  It  is  generally  regarded 
as  something  requiring  unusual  conditions 
and  an  exceptional  personnel.  This  is  mis- 
apprehension pure  and  simple.  The  man- 
agement of  a successful  Sunday-school  is 
none  of  these  things.  Misapprehension 
grows  out  of  an  overestimate  of  what  really 
constitutes  success,  rrd  rn  underestimate  of 
the  ability  of  availiable  people  to  achieve  it, 


36 


ANCIENT  AND  MODERN 


together  with  misconception  of  the  kind  of 
work  for  which  they  are  born. 

The  trouble  with  most  Sunday-school 
management  is  that  there  is  too  little  com- 
mon sense  in  it.  We  are  apt  to  overlook 
practical  needs  and  practical  methods  when 
we  assume  its  responsibilities.  The  founda- 
tion of  all  good  Sunday-school  management 
lies  in  thorough  organization,  and  this  in 
turn  begins  with  the  office  creating  power, 
and  this  office  creating  power  is  with  the 
church.  Sunday-school  management  de- 
pends largely  for  success  upon  the  officers 
who  are  conducting  it,  together  with  the  in- 
terest manifested  by  them,  and  the  principle 
by  which  they  manage  and  administer  disci- 
pline in  kindness  tempered  by  love.  In  fact  the 
sole  reward  for  the  Sunday-school  worker 
is  a labor  of  love — love  for  God,  love  for 
the  human  race,  and  love  for  the  salvation 
of  our  souls. 

We  close  this  chapter  by  asserting  firmly 
that  the  best  motto  that  can  be  adopted  is 


SUNDAY-SCHOOL  METHODS. 


37 


that  of  “Baptist  Sunday-schools  for  Baptist 
Churches ” There  is  every  reason  why  Bap- 
tist churches  should  maintain  Baptist  Sun- 
day-schools. It  must  not  be  forgotten  that 
in  a large  sense  Baptists  stand  alone,  not 
accepting  human  tradition  and  influence, 
and  are  governed  only  by  the  principles  that 
are  taught  in  the  Bible.  In  the  face  of  all 
these  difficulties  that  may  arise,  this  shall 
be  sufficient  to  demand  that  our  children 
and  youths  shall  be  taught  the  whole  truth. 
Where  there  is  a Baptist  church,  there  is 
a capacity  to  maintain  a Baptist  Sunday- 
school.  No  Baptist  Sunday-school  should 
be  organized  without  direct  relation  to  some 
church  by  which  it  can  be  sustained.  The 
mission  school  should  be  planted  only  where 
it  is  likely  to  grow  into  a church,  or  to  be- 
come a feeder  to  the  church. 


CHAPTER  IV. 


SUNDAY-SCHOOL  OFFICERS : THEIR  APPOINT- 
MENT, CALLING,  QUALIFICATION  AND 
WORK. 

Since  it  is  definitely  decided  that  the  Sun- 
day-school is  a branch  of  the  church  and 
under  its  control,  it  follows  that  the  officers 
should  be  appointed  by  the  same.  The  fol- 
lowing list  of  officers  will  be  found  useful 
to  a well-organized  and  well-regulated  Sun- 
day-school: First,  the  superintendent  and 
associate  or  assistant  superintendent ; second, 
teachers;  third,  organist,  pianist  or  both,  if 
necessary;  fourth,  chorister  or  a leader  of 
the  singing;  fifth,  secretary;  sixth,  treas- 
urer, and  seventh,  librarian.  Special  or 
standing  committees  for  various  objects  are 
often  found  beneficial  and.  in  fact,  are  almost 
indispensable  to  a well-regulated  Sunday- 
(38) 


SUNDAY-SCHOOL  METHODS. 


39 


school.  The  following  is  possibly  some  of 
the  most  needed  of  these  committees:  first, 
an  executive  committee;  second,  a libarry 
committee;  third,  social  committee;  fourth, 
an  invitation  committee;  and  beside  these, 
extra  occasions  may  require  special  commit- 
tees— for  such  occasions  as  Children’s  Day, 
Bible  Day,  Christmas  festivals,  etc.  All  of 
these  committees  should  be  nominated  by 
the  superintendent  at  the  teachers’  meeting, 
with  some  teacher  as  the  chairman  of  each 
committee. 

APPOINTMENT  OP  SUNDAY-SCHOOL 
OFFICERS. 

The  first  and  most  important  office  to  be 
filled  in  the  modern  or  well-regulated  Sun- 
day-school is  that  of  the  superintendent  and 
his  assistant  or  associate.  Too  much  impor- 
tance cannot  be  placed  upon  this  appoint- 
ment, for  the  Sunday-school  being  a branch 
of  the  church,  the  superintendent  is  the 
chief  officer  in  the  Sunday-school,  while,  of 
course,  he  is  amenable  to  the  power  which 


40  ANCIENT  AND  MODERN 

placed  him  in  the  office,  whether  that  power 
be  by  the  vote  of  the  membership  of  the 
church  assembled  or  an  official  board  of  the 
church,  consisting  of  the  pastor  and  deacons ; 
he  is  second  in  command  in  the  Sunday- 
school.  The  pastor  being  the  chief  officer 
of  the  church  in  all  of  its  departments  of 
work,  the  superintendent  is,  therefore,  a sub- 
ordinate to  him,  though  more  in  name 
than  in  fact,  as  the  character  of  his 
work  necessarily  renders  his  plans  operative 
and  his  decisions  final  in  nearly  every  thing 
connected  with  the  management  of  the 
school.  The  appointment,  therefore,  of  such 
an  important  officer  is  next  in  importance 
to  the  call  of  the  pastor,  and  should  be  pre- 
ceded by  great  thought  and  prayer.  As  the 
pastor  and  deacons  are  best  acquainted  with 
the  work  and  needs  of  the  church  the  super- 
intendent should  be  nominated  by  the  pastor 
with  the  consent  of  the  deacons  or  possibly 
it  would  be  of  more  importance,  and  bring 
the  work  in  closer  relation  with  the  church, 


SUNDAY-SCHOOL  METHODS.  41 

if  the  pastor  and  deacons  should  nominate 
the  superintendent  and  have  his  nomination 
confirmed  by  the  church  in  its  regular  busi- 
ness meeting.  It  would  certainly  be  out  of 
place  for  the  superintendent  to  be  elected 
by  the  school  and  equally  as  awkward  for 
him  to  be  nominated  from  the  floor  by  some 
irresponsible  member  for  favoritism.  After 
the  appointment  of  the  superintendent  and 
his  assistants  it  would  be  well  to  give  him 
time  and  allow  him  the  privilege  of  nominat- 
ing his  associate  officers,  especially  the 
teachers  who  must  of  necessity  become  his 
cabinet. 

THE  SELECTION  OR  APPOINTMENT 
OF  TEACHERS. 

While  the  teachers’  work  differs  from  that 
of  the  superintendent,  it  is,  indeed,  not  less 
important.  We  sometimes  hear  the  ques- 
tion asked,  “Who  should  teach  ?”  This,  how- 
ever, never  rises  in  a mind  that  has  a clear 
conception  of  the  aims  and  purposes  of  the 
Sunday-school.  We  should  just  as  well  ask 


42 


ANCIENT  AND  MODERN 


the  question,  “Who  should  preach?”  or  “who 
should  pastor  the  church?”  It  follows  that 
teachers  should  be  selected  after  careful  con- 
sideration with  the  following  facts  in  view: 
first,  his  calling,  his  qualification  and  ability 
to  teach.  With  these  facts  ascertained,  the 
superintendent  should  consult  with  the  pas- 
tor and  deacons  and  bring  the  name  of  each 
teacher  separately  before  them,  as  well  as 
the  number  desired.  The  teachers,  when 
appointed,  should  counsel  with  the  assistant 
superintendent  in  the  appointment  of  the 
organist,  chorister,  secretary,  treasurer, 
librarian  and  other  committees. 

THE  CALLING  AND  QUALIFICATION 
OF  SUNDAY-SCHOOL  OFFICERS. 

While  we  have  just  discussed  the  methods 
and  care  with  which  officers  should  be  se- 
lected, it  is  now  in  order  to  say  a word  con- 
cerning their  calling  and  qualification.  It 
must  be  kept  in  mind  that  all  of  this  material 
of  which  officers  are  made  is  to  be  sought 


SUNDAY-SCHOOL  METHODS. 


43 


out  and  found  among  the  membership  of  tho 
church  of  which  the  Sunday-school  is  a 
branch.  But' it  might  not  possibly  be  out  of 
place  to  make  a selection  from  a sister  Bap- 
tist church.  This,  however,  should  never 
be  done  unless  it  is  thoroughly  warranted  by 
all  the  surrounding  circumstances,  and  even 
then  officers  so  selected  should  feel  called 
upon  to  put  themselves  in  closer  relation 
with  the  church  selecting  them. 

As  teaching  is  of  divine  origin,  and  the 
work  to  be  accomplished  must  have  divine 
sanction  in  order  to  attain  its  purpose,  it 
naturally  follows  that,  first  of  all,  these  ap- 
pointees should  have  divine  calling,  and 
there  certainly  could  not  be  any  divine  call- 
ing of  an  alien  or  stranger.  Hence  divine 
calling  can  only  come  to  consistent,  regen- 
erated believers  in  Christ  Jesus.  It  is  not 
enough  that  a superintendent  or  teacher 
should  be  known  as  a moral,  gentle,  modest 
lady  or  gentleman  in  his  or  her  community; 
he  or  she  must  first  be  members  of  a church 


44  ANCIENT  AND  MODERN 

— members  of  a Baptist  church — sound  in 
the  doctrines  and  principles  of  that  church. 
They  must  be  believers — firm  believers — in 
the  Bible  which  they  are  expected  to  teach. 

When  the  Savior  was  ready  to  turn  over 
the  divine  mission  to  the  Apostle  Peter,  he 
inquired  of  him  diligently  three  times,  “Lov- 
est  thou  me  more  than  these?”  Receiving 
the  affirmative  answer,  he  commanded  him 
to  “ Feed  my  lambs.”  We  see  that  the 
blessed  Savior  claims  his  followers  as  sheep, 
and  their  children  as  lambs.  He  was  un- 
willing to  commit  the  care  of  such  a precious 
charge  to  the  hands  of  any  except  a loving 
friend.  If  you  love  me,  you  will  keep  in 
memory  my  sayings;  you  will  regard  my 
wishes;  you  will  guard  with  great  care  that 
which  I hold  precious  and  sacred.  Hence  he 
diligently  inquires,  “LovesL  thou  me?”  And 
then  commands,  “Feed  my  lambs” 

This  should  be  a settled  question  in  the 
selection  of  Sunday-school  officers.  Those 
who  are  called  upon  to  teach  divine  truth  and 


SUNDAY-SCHOOL  METHODS. 


45 


stamp  indelibly  upon  the  receptive  minds  of 
tender  youth  the  commands  of  the  doctrines 
of  the  Lord  Jesus  Christ,  thereby  moulding 
character,  shaping  the  destiny,  and  fixing 
the  immortality  of  souls,  not  only  for  the 
future  generations,  but  for  all  time  and  eter- 
nity— I say  that  they  should  be  firm  be- 
lievers in  Bible  truth;  they  should  be  con- 
sistent, practical  Christians;  they  should  be 
active  and  useful  members  of  the  church; 
known  to  all  as  lovers  of  the  Lord  Jesus 
Christ,  to  undertake  this  all-important  divine 
task. 

THE  WORK  OP  SUNDAY-SCHOOL 
OFFICERS. 

The  first  and  most  important  work  to  be 
accomplished  by  the  officers  in  well-regu- 
lated, modern  Sunday-schools  is  organiza- 
tion and  classification  of  the  school  for  its 
future  work.  They  will  of  necessity  be 
called  upon  to  grade  and  regulate  the  pupils 
whom  they  are  expected  to  teach.  They  are 
expected  to  teach  the  Bible,  which  is  not 


46 


ANCIENT  AND  MODERN 


graded,  yet  the  officers  are  called  upon  to 
not  only  grade  the  course  of  studies,  but  to 
grade  the  pupils  themselves. 

They  are  expected  to  take  the  different 
sexes  and  ages,  and  fit  them  together  in  such 
a way  as  they  will  not  only  be  arranged  in 
harmony,  but  that  they  may  be  helpful  one 
to  the  other.  The  teachers  must  also  be 
graded  to  the  classes  and  each  teacher  given 
a field  in  which  to  labor,  as  well  as  instru- 
ments with  which  to  work.  In  grading 
these  schools,  officers  may  find  five  classes 
of  material  which  must  be  selected  from 
and  fitted  together. 

There  is,  first.  Infancy,  which  we  class 
from  birth  to  three  years  of  age. 

Second,  Childhood,  which  we  class  from 
three  to  seven  years  of  age. 

Third,  Boyhood  and  Girlhood,  which  we 
class  from  seven  to  fourteen  years  of  age. 

Fourth,  Youthhood,  which  we  class  from 
fourteen  to  twenty  years  of  age. 

Fifth,  Manhood  and  Womanhood,  which 


SUNDAY-SCHOOL  METHODS.  47 

we  here  class  from  twenty  to  sixty  years 
of  age. 

All  these  pupils  of  many  different  minds 
and  different  environments  must  be  graded 
or  so  systematically  arranged  that  each  may 
contribute  to  the  good  of  the  whoie.  Follow- 
ing the  grading  of  the  pupils,  the  teachers 
must  be  graded.  Officers,  therefore,  who 
grade  these  teachers  must  themselves  have 
a knowledge  of  the  four  following  essential 
facts : 

First,  Why  we  Teach. 

Second,  Whom  we  Teach. 

Third,  What  we  Teach. 

Fourth,  How  we  Teach. 

Dr.  Sehauffler  has  given  us  in  two  volumes 
which  he  has  written  on  Sunday-school  work 
the  following  mottoes  for  guidance  along 
this  line  which  he  calls,  “The  Way  of  Work- 
ing,” and  the  second  and  more  impressive 
he  has  called,  “The  Teacher,  the  Child  and 
the  Book.”  Dr.  Blaekall  impressed  it  upon 
us  in  his  subject,  “ Our  Sunday-School  Work, 


48 


ANCIENT  AND  MODERN 


and  How  to  Do  It"  Dr.  Axtell  calls  it  the 
° Teaching  Problem,"  Hence  the  principal 
work  of  the  Sunday-school  officers  is,  first, 
the  grading,  and  secondly,  the  teaching.  All 
other  work  is  incidental  to  these  two. 

Next  to  the  work  of  the  superintendent 
and  teachers  comes  the  work  of  the  chorister 
and  organist.  To  a great  extent  the  spirit 
and  life  of  the  Sunday-school  depend  mon 
its  music.  If  we  have  good  and  live  music, 
we  are  pretty  apt  to  have  a good  live  Sun- 
day-school. The  Superintendent  and  teach- 
ers are  dependent  upon  the  chorister  and 
organist  for  music. 

Another  great  work  is  the  selection  of  a 
competent  ard  accurate  secretary  and  treas- 
urer. For  if  the  proceedings  and  records  of 
each  class  are  carefully  kept,  the  reviewing 
of  them  will  be  both  encouraging  and  stimu- 
lating, also  if  the  funds  of  the  school  are 
properly  managed,  carefully  reported  and 
economically  expended,  it  aids  greatly  the 
pastor  of  the  school  and  its  work. 


CHAPTER  V. 


OUR  SUNDAY-SCHOOL  LITERATURE:  ITS  HIS- 
TORY, ITS  PUBLICATION  AND  ITS  VALUE. 


The  rapid  growth  of  the  modern  Sunday- 
school  ideals,  and  the  progress  made  in  Sun- 
day-school methods  soon  created  a demand 
for  a distinct  class  of  literature  for  the  Sun- 
day-schools of  the  world. 

It  is  not  to  be  expected  that  the  early 
modern  Sunday-schools  had  a distinct  litera- 
ture or  any  idea  of  it.  None  of  the  early  ad- 
vocates of  the  modern  Sunday-school  idea, 
not  even  Mr.  Raikes  himself,  thought  of  a 
distinctive  Sunday-school  literature.  But  it 
could  not  be  expected  that  schools  which 
were  intended  almost  exclusively  for  the 
children  of  the  poorer  classes  of  people 

(49) 


50 


ANCIENT  AND  MODERN 


could  have  thought  of  a distinct  literature 
adopted  exclusively  for  their  own  use. 

We  are  told  by  early  writers  that  the  lit 
erature  of  these  schools  consisted  of  a few 
simple  books,  chiefly  the  spelling-book  and 
catechism,  with  a few  reading-books  for  such 
children  as  were  learning  to  read,  constituted 
the  early  Sunday-school  libraries,  both  in 
England  and  in  America. 

The  American  Sunday-schools,  however, 
were  composed  of  children  of  a different 
class  of  people  from  those  of  England,  as 
both  the  laboring  and  middle  class  of  peo- 
ple sent  their  children  to  the  same  school, 
and  thus  the  American  school  soon  became 
a mixed  school. 

However  most  of  the  books  that  were  in 
use  in  the  early  schools  were  cheap  paper 
covers,  and  many  of  an  inferior  character. 
This  condition  soon  brought  the  idea  of  a 
circulating  library  to  be  discussed  by  the 
more  wide-awake,  progressive  American. 

The  American  Sunday-School  Union  began 


SUNDAY-SCHOOL  METHODS. 


51 


at  an  early  date  the  publication  of  Sunday- 
school  books  and  tracts  for  the  exclusive  use 
of  Sunday-schools.  The  American  Tract 
Society  also  did  much  to  furnish  suitable 
literature  for  the  early  American  Sunday- 
schools.  Some  of  these  publications  date 
possibly  as  far  back  as  1810.  Soon  after 
this  date  private  and  denominational  pub- 
lishing houses  began  to  make  this  work  a 
speciality.  Hence  these  Sunday-school  libra- 
ries began  to  grow  numerous — so  numerous 
that  soon  they  attracted  the  attention  of 
the  U.  S.  Census  Bureau. 

THE  HISTORY  OF  MODERN  SUNDAY- 
SCHOOL  LITERATURE. 

For  convenience  we  divide  the  Sunday- 
school  literature  into  three  classes,  which  we 
will  call  catechismal,  library  and  periodical 
classes. 

As  we  have  seen  in  another  part  of  this 
treatise,  books  were  first  used  in  these  Sun- 
day-schools, and  societies  were  formed  for 

U,  OF  ILL  U3„ 


52 


ANCIENT  AND  MODERN 


their  publication.  But  as  it  was  soon  found 
that  the  Sunday-school  itself  was  a great  ad- 
junct to  the  church,  in  fact,  a branch  of  the 
church  itself,  and  that  its  mission  was  re- 
ligious rather  than  secular,  and  each  sect 
of  evangelical  Christians  felt  it  could  form 
its  own  Sunday-school  in  the  auditoriums 
of  its  own  churches,  under  the  supervision 
of  its  own  members,  and  as  the  Bible  was 
the  chief  text-book,  it  was  essentially  neces- 
sary to  have  a literature  that  will  instill  the 
doctrinal  truth  of  its  own  peculiar  religious 
ideas.  Hence,  private  and  denominational 
publishing  houses  turned  their  attention  in 
this  direction,  and  began  the  publication  of 
simple,  doctrinal  literature  in  the  form  of 
cards,  verses,  catechisms,  etc.  This  was 
found  profitable  both  to  the  publishers  and 
to  the  churches. 

This  led  on  to  the  introduction  in  the  Sun- 
day-school of  the  denominational  library. 
These  libraries  consisted  chiefly  of  bio- 
graphical history,  travels,  moral  lessons  in 


SUNDAY-SCHOOL  METHODS. 


53 


fiction,  essays  and  even  sermons.  In  pro- 
portion as  the  Sunday-school  idea  grew  popu- 
lar, the  demand  for  such  distinctive  litera- 
ture increased. 

The  profits  arising  from  the  same  en- 
couraged both  the  publishers  and  merchants 
to  invest  largely,  and  writers  on  the  various 
subjects  were  in  demand  and  the  evangelical 
denominations  vied  with  each  other  in  the 
production  of  popular  and  attractive  books 
for  Sunday-school  libraries,  until  these  books 
grew  numerous.  It  was  not  a great  many 
years  until  the  question  of  an  annual  series 
of  question  books  was  raised  and  discussed, 
and  a selected  lesson  system  adopted  by  the 
board  of  publishers.  It  is  shown  that  one 
of  these  annual  series  of  question  books  as 
early  as  1840  had  a circulation  of  1,000,000 
copies  annually.  It  was  not,  however,  until 
about  1865  that  the  idea  of  a Sunday-School 
Teachers'  Magazine  was  introduced  and  pub- 
lished quarterly.  This  seems  to  be  the  be- 
ginning of  the  modern  periodical  idea.  The 


54 


ANCIENT  AND  MODERN 


Teachers’  Magazine,  however,  was  only  in- 
tended to  discuss  modern  Sunday-school 
methods  and  the  art  of  teaching,  etc.  The 
periodical  idea  of  Sunday-school  literature 
did  not  attract  universal  attention  until  after 
the  adoption  of  the  International  series  or 
system  of  Sunday-school  lesson  studies.  Thi3 
brought  about  the  demand  for  annual,  quar- 
terly and  monthly  magazines  for  both 
scholars  and  teachers. 

The  religious  papers  soon  found  it  profit- 
able to  take  up  the  International  Lessons  for 
the  benefit  of  their  readers,  as  these  lessons 
have  grown  in  favor  and  popularity  until  a 
great  number  of  the  secular  papers,  both 
weekly  and  daily,  have  found  it  to  their  in- 
terest to  circulate  the  International  Texts 
and  comments  thereon. 

Each  denominational  publishing  house 
soon  took  charge  and  published  its  own  Sun- 
day-school literature.  It  will  not  be  neces- 
sary here  to  attempt  to  give  the  dates  of 
the  publications  of  the  various  denomina- 


SUNDAY-SCHOOL  METHODS.  55 

tional  publication  houses — it  is  sufficient 
that  it  has  long  since  been  decided  that  ne- 
cessity compels  each  denomination  to  employ 
pen  and  press  of  its  own  followers,  and  to 
hold  supervision  over  the  circulation  of  such 
publications. 

Along  with  their  Sunday-school  literature 
must  be  classed  the  Sunday-school  music. 
While  the  writers,  thinkers  and  Sunday- 
school  workers  found  the  need  for  increased 
publications  of  Sunday-school  literature,  in 
catechismal,  library  and  periodical  form,  it 
was  discovered  that  music  was  a great  fea- 
ture, in  fact,  the  life  and  soul  of  the  Sunday- 
school  movement.  Hence,  the  old  meter,  re- 
ligious tunes,  that  set  to  music  doctrine  in 
poetry,  gave  place  to  the  bright,  sparkling 
and  spirited  music  that  is  spread  through 
the  modern  Sunday-schools,  catching  the  ear, 
and  sinking  in  the  minds  of  the  young,  until 
Sunday-school  music  books  have  wide- 
spread popularity,  and  have  become  as  much 
of  a necessity  in  the  furtherance  of  the 


56 


ANCIENT  AND  MODERN 


modern  Sunday-school  idea  as  the  other  pub- 
lications and  circulating  Sunday-school  li- 
braries. 

ITS  PUBLICATION  AND  VALUE. 

As  early  as  1824-25,  the  Baptists  found  it 
necessary  to  have  a Publishing  Society  espe- 
cially devoted  to  the  publication  of  Baptist 
doctrines  and  ideas.  They,  like  other  de- 
nominations, increased  in  the  publication  of 
religious  circulars,  tracts,  booklets,  etc.,  for 
use  in  their  own  denominations,  and  for  the 
purpose  of  inculcating  Baptist  ideas  and 
Baptist  doctrines.  They  have  kept  abreast 
with  the  times,  and  have  furnished  the  public 
with  such  music  books,  periodicals,  etc.,  that 
they  felt  would  awaken  the  reading  public 
to  the  Biblical  soundness  of  Baptist  tenets. 

As  we  have  seen  in  a former  chapter  that 
Baptists  were  first  to  introduce  the  Bible  in 
the  Sunday-school,  first  to  introduce  the  In- 
ternational Lesson  Series  in  systematic  form, 
It  is  not  to  be  supposed  that  they  were  far 


SUNDAY-SCHOOL  METHODS. 


57 


behind  other  denominations  in  publishing 
the  periodical  idea  of  Sunday-school  litera- 
ture. 

The  American  Baptist  Publication  Society, 
together  with  several  other  private  publish- 
ing concerns,  began  with  their  International 
Lesson  Series  to  prepare  Sunday-school  texts 
with  a view  to  disseminating  doctrinal  ideas 
in  keeping  with  the  popular  Sunday-school 
movement. 

Private  institutions  soon  began  to  give 
way  as  the  idea  grew  more  popular  that  the 
Sunday-school  was  a branch  of  the  church, 
and  it  was  soon  found  that  in  order  to  ac- 
commodate the  mass  of  people  a cheap  series 
of  Sunday-school  publications  was  a neces- 
sity, if  not  essential,  to  Baptist  progress. 
Hence,  the  field  was  left  almost  exclusively 
to  the  American  Baptist  Publication  Society, 
until  sometime  about  1891,  when  the  South  - 
ern Baptists  found  it  necessary  to  form 
and  organize  a Southern  Baptist  Sunday- 
School  Board  for  the  purpose  of  publishing 


58 


ANCIENT  AND  MODERN 


a series  of  Sunday-school  periodicals  adapted 
and  suited  to  their  own  peculiar  needs. 

About  the  same  time  the  Colored  or  Negro 
Baptists  of  the  United  States,  who  had 
formed  themselves  into  a separate  national 
organization,  began  to  discuss  the  idea  of  rep  - 
resentation on  the  editorial  staff  that  was 
preparing  Sunday-school  periodical  litera- 
ture for  use  of  the  Baptist  churches  in 
America.  In  accordance  with  their  wishes, 
the  American  Baptist  Publication  Society 
made  a choice  of  four  men  of  the  most 
learned  and  leading  ministers  among  the 
Negro  Baptists  of  the  United  States,  and 
placed  them  among  the  contributors.  This, 
however,  was  not  satisfactory  to  a number 
of  the  white  brethren,  both  North  and  South, 
so  the  question  began  to  be  discussed, 
pro  and  con,  through  the  newspapers,  maga- 
zines and  from  the  platform,  until  it  was 
finally  decided  by  the  authorities  of  the 
American  Baptist  Publication  Society  that 
these  brethren  (only  one  of  whom  lives  at 


SUNDAY-SCHOOL  METHODS. 


59 


this  writing)  should  be  dropped  as  contrib- 
utors, and  they  were  so  notified. 

This,  as  was  but  natural,  aroused  the  Ne- 
gro Baptists  from  Maine  to  California,  and 
from  the  lakes  to  the  gulf.  The  question 
was  discussed  by  them  pro  and  con  in  every 
district,  state  and  national  meeting,  until 
finally,  in  1896,  it  was  decided  by  the  Na- 
tional Baptist  Convention  that  the  Negro 
Baptists  of  America  must  establish  a publish- 
ing concern  of  their  own  for  the  purpose  of 
publishing  and  circulating  Sunday-school 
periodicals,  together  with  other  religious  and 
doctrinal  literature  from  the  pen  of  the  best 
authors  of  their  race  and  denomination,  as 
a separate  and  destinctive,  religious  denomi- 
nation. 

We,  therefore,  see  that  to-day  we  have 
three  distinct  Baptist  denominational  pub- 
lishing houses,  publishing  and  circulating  de- 
nominational Sunday-school  periodical  liter- 
ature as  follows: 

First,  The  American  Baptist  Publication 


60 


ANCIENT  AND  MODERN 


Society,  (white)  of  Philadelphia,  Pa.,  which 
publishes  twenty-one  (21)  different  periodi- 
cals with  an  annual  circulation  of  46,767, 
645. 

Second,  The  Southern  Baptist  Sunday- 
School  Board,  (white)  located  at  Nashville, 
Tenn.,  which  publishes  about  twelve  differ- 
ent Sunday-school  periodicals  with  an  annual 
circulation  approximating  about  23,000,000. 

Third,  The  National  Baptist  Publishing 
Board,  organized  September,  1896,  and  lo- 
cated at  Nashville,  Tenn.,  which  publishes 
eleven  different  periodicals,  with  an  annual 
circulation  of  11,717,876,  making  a total  an- 
nual circulation  82,494,521.  This  does  not 
include  the  various  books,  tracts,  etc.,  that 
are  devoted  to  the  advancement  of  Baptist 
Sunday-school  ideas. 

THEIR  VALUE. 

The  value  of  these  periodicals  and  libra- 
ries of  Sunday-school  literature  can  not  be 
estimated  in  dollars  and  cents.  It  is  suffi- 


SUNDAY-SCHOOL  METHODS. 


61 


cient  to  say  that  the  life  and  perpetuation  of 
the  Baptist  denomination  is  dependent  upon 
the  soundness  of  this  Sunday-school  litera- 
ture that  is  flooding  the  country.  As  Bap- 
tist Sunday-schools  are  necessary  for  Bap- 
tist churches,  it  is  but  logical  to  conclude 
that  Baptist  literature  is  essential  to  Bap- 
tist Sunday-schools.  If  it  is  found  necessary 
for  our  white  brethren  to  have  literature 
adapted  and  suited  to  the  peculiar  conditions 
of  a different  section  of  this  country,  it  is 
particularly  essential  that  the  Negro  Bap- 
tists should  have  Sunday-school  literature 
produced  from  the  brain  and  pen  of  their 
ablest  and  best  informed  editors,  suited  to 
the  peculiar  needs  of  a people  whose  envi- 
ronment is  so  restricting  to  an  emancipated 
people,  who  have  just  emerged  from  slavery, 
and  who  are  compelled,  at  considerable  cost, 
to  create  for  themselves  literature  for  their 
own  development. 

We  desire  to  close  this  chapter  with  a few 
words  concerning  the  value,  first,  of  the 


62 


ANCIENT  AND  MODERN 


superintendents'  and  teachers'  libraries; 
second,  the  circulating  libraries;  third,  musi- 
cal libraries. 

THE  SUPERINTENDENTS'  AND 
TEACHERS’  LIBRARIES. 

The  best  workman  uses  the  fewest  tools, 
but  they  must  be  of  the  finest  quality. 
So  a few  well-chosen  books  on  Teachers' 
Work  will  be  of  great  benefit. 

First. — The  Teachers'  Bible.  This,  above 
all  other  books  should  be  the  teachers’  and 
superintendents’  constant  companion.  It 
should  be  a well-bound  Bible  with  index,  con- 
cordance, table  of  pronunciation,  explana- 
tions, analysis  and  history  of  the  books  of 
the  Bible,  together  with  other  modem  Bible 
helps. 

Second. — Next  to  the  Bible  should  be  a 
good  Bible  dictionary . Every  teacher  and 
superintendent  should  provide  himself  with 
a good  Bible  dictionary. 

Third. — Teachers’  Helps.  As  we  have  seen, 
all  denominations  provide  their  Sunday- 


SUNDAY-SCHOOL  METHODS.  6J 

school  workers  with  a sufficient  quantity  and 
quality  of  Sunday-school  helps,  such  as  Sun- 
day-school methods.  Various  writers  have 
written  upon  this  subject,  and  each  Baptist 
Superintendent  or  Sunday-school  teacher 
should  provide  himself  with  one  or  more  of 
these  books  by  the  very  best  authors. 

Also  he  should  have  a good  Sunday- 
school  commentary,  or  annual  note  on  the 
Sunday-school  lessons,  provided  by  his  own 
denominational  authors,  in  order  that  he 
may  have  the  lessons  in  advance  of  his 
classes  and  have  the  best  doctrinal  teachings 
of  the  Bible  before  him  in  co-operation  with 
the  Sunday-school  lessons. 

Next  to  these,  the  teacher  should  provide 
himself  wih  Sunday-school  teachers’  maga- 
zines published  by  his  own  denomination,  to 
keep  up  with  the  latest  current  issues  of 
Sunday-school  development.  He  should  also 
provide  himself  with  some  good  work  on  the 
teachers’  meetings  and  methods  of  conduct- 
ing them. 


64 


ANCIENT  AND  MODERN 


A CIRCULATING  LIBRARY. 

There  are  hundreds  of  families  who  are 
too  poor  or  for  other  reasons  have  not  a 
sufficient  library  in  their  homes  for  the  ben- 
efit of  their  children  and  the  young  people 
who  are  attending  constantly  public  schools. 
Therefore  a good  Sunday-school  library  is 
a positive  necessity  to  almost  all  of  our  Sun- 
day-schools. The  books  for  this  library 
should  be  carefully  selected  from  the  best 
writers.  It  should  consist  of  religious 
works,  historical  and  biographical  works, 
missionary  operations,  and  travels  of  the 
various  leading  men  of  their  own  denomina- 
tions, and  it  would  not  be  out  of  place  to 
have  good  works  of  fiction  and  other  helpful 
books  in  such  quantities  as  might  be  circu- 
lated among  the  scholars  attending  the  Sun- 
day-school. 

SUNDAY-SCHOOL  MUSICAL  LIBRARY. 

Next  in  importance  to  teaching  the  Holy 
Word  of  God  must  be  classed  the  singing 


SUNDAY-SCHOOL  METHODS. 


65 


and  musical  services  of  the  Sunday-school 
as  music  can  be  made  to  serve  a wonderful 
purpose  for  good  in  the  Sunday-school.  It 
as  music,  can  be  made  to  serve  a wonderful 
which  the  soul  ascends  to  God.  It  is  the 
most  forceful  enunciator  of  truth,  and  should 
be  both  vocal  and  instrumental.  Every  Sun- 
day-school should  provide  itself  with  a suffi- 
cient quantity  and  variety  of  song  books. 
There  should  be  a sufficient  number  of  a 
given  kind  of  book,  at  least  one  for  every 
two  scholars  in  the  school.  These  books 
shcu’d  be  well  selected  by  a committee, 
headed  by  the  superintendent,  organist  and 
chorister.  This  committee  should  be  careful 
to  select  these  music  books  from  among  the 
musical  publications  of  their  own  denomina- 
tion, as  heresy  set  to  music  is  indeed  dan- 
gerous to  the  young  mind. 


CHAPTER  VI. 


THE  STATUS  OP  SUNDAY-SCHOOL  WORK 
IN  AMERICA. 


Every  Sunday-school  teacher  should  have 
some  idea — some  definite  idea — of  the  mag- 
nitude of  the  Sunday-school  work  as  a 
whole,  as  well  as  a definite  idea  of  the  devel- 
opment and  status  of  the  work  in  his  own 
denomination  and  in  his  own  community. 
As  to  his  immediate  vicinity  he  can  easily 
consult  the  minutes  of  the  district  and  state 
Sunday-school  conventions.  But  in  this  day 
of  unproved  Sunday-school  methods  and  in- 
creasing interest  in  the  Sunday-school  move- 
ment he  must  have  the  larger  vision. 
Through  the  agency  of  the  government  and 
the  International  Sunday-School  Associa- 
tion we  are  able  to  give  the  statistics  of  both 
the  denominational  and  the  undenominational 
(66) 


SUNDAY-SCHOOL  METHODS. 


67 


Sunday-schools.  These  statistics  (Govern- 
ment’s report,  1909,  ) show  a total  number 
of  192,722  Sunday-schools,  with  1,746,074 
officers  and  teachers,  and  15,337,811  schol- 
ars. These  divided  between  the  denomina- 
tional and  undenominational  schools  are  as 
follows : Denominational — 178,214  schools, 
1,648,664  officers  and  teachers,  and  14,685,- 
907  scholars ; undenominational — 14,503 
schools,  97,410  officers  and  teachers,  and  651,- 
814  scholars.  Thus  the  former  class  is  92.5 
per  cent  of  the  whole  number  of  schools. 
Perhaps  it  should  be  explained  here  that  one 
or  two  denominations  maintain  mission  Sun- 
day-schools not  connected  with  local  organi- 
zations and  are  consequently  not  reported. 
The  number  of  these  and  the  few  scattered 
schools  throughout  the  country  cannot  be 
given.  The  following  is  taken  from  the 
Government’s  report  (1909)  for  1906: 

“The  number  of  church  organizations  re- 
porting Sunday-schools  in  1906  was  167,574 
or  79  per  cent  of  the  total  number  of  organ 


6b 


ANCIENT  AND  MODERN 


izations.  Among  the  Congregationalists, 
93.2  per  cent  of  the  churches  report  Sunday- 
schools;  among  the  Reformed  bodies  90.7 
per  cent;  in  the  German  Evangelical  Synod 
of  North  America,  90.1  per  cent;  among  the 
Evangelical  bodies,  89.6  per  cent ; among  the 
United  Brethren  bodies,  87.8  per  cent;  ar.d 
among  the  Latter  Day  Saints,  87.5  per  cent. 
Of  the  three  branches  of  the  Baptist  denom- 
ination the  National  Baptist  Convention 
( colored ) reports  Sunday-schools  for  91.3 
per  cent  of  its  chu/rches  (italicized  by 
Author),  the  Northern  Baptist  Convention 
(white),  88.8  per  cent,  and  the  Southern 
Baptist  Convention  (white)  68.1  per  cent. 
The  percentage  for  the  Baptist  bodies  as  a 
whole  is  considerably  lowered  by  the  small 
percentage  reported  for  the  Southern  Baptist 
Convention.” 

Of  the  total  number  of  Sunday-schools, 
165,128,  or  92.7  per  cent,  are  among  the 
Protestant  bodies,  and  11,172,  or  6.3  per 
cent,  by  the  Roman  Catholic  Church.  More 


SUNDAY-SCHOOL  METHODS. 


69 


than  half  the  number  of  schools  of  Protestant 
bodies  are  in  the  Methodist  and  Baptist 
bodies,  the  Methodists  having  57,464  Sun- 
day-schools, or  32.2  per  cent  of  the  total,  and 
the  Baptists  43,178,  or  24.2  per  cent  of  the 
total.  The  Presbyterians  with  14,452  Sun- 
day-schools; the  Lutherans  with  9,450,  and 
the  Disciples,  or  Christians,  with  8,078  fol- 
lowers. These  five  bodies  report  132,622  Sun- 
day-schools, or  74.4  per  cent  of  the  entire 
number,  and  80.3  per  cent  of  all  those  re- 
ported by  Protestant  bodies.  Of  the  57,464 
Sunday-schools  reported  for  all  Methodist 
bodies,  73.8  per  cent  belong  to  the  M.  E. 
Church,  with  28,102,  and  the  M.  E.  Church, 
South,  with  14,306.  Of  the  43,178  Sunday- 
schools  reported  for  all  Baptist  bodies,  the 
three  branches  of  the  denomination,  the 
Northern  Baptist  Convention  (white),  the 
Southern  Baptist  Convention  (white)  and 
the  National  Baptist  Convention  (colored), 
together  had  41,165,  or  95.3  per  cent  of  the 
entire  number. 


70 


SUNDAY-SCHOOL.  METHODS. 


Of  the  1,746,074  officers  and  Sunday- 
school  teachers,  the  total  number  in  both  de- 
nominational and  undenominational  schools, 
1,564,821,  or  89.6  per  cent,  are  reported  by 
the  Protestant  bodies.  Of  the  15,337,811 
scholars,  both  denominational  and  undenom- 
inational, 13,018,434,  or  84.2  per  cent,  are 
reported  by  the  Protestant  bodies.  Of  this 
number  the  Methodists  have  4,472,930  schol- 
ars, or  30.5  per  cent,  and  the  Baptists,  2,898,- 
914,  or  19.7.  The  three  branches  of  the 
(Regular)  Baptist  denomination  together  re- 
port 2,790,624  out  of  a total  of  2,898,914  for 
all  Baptist  bodies — a percentage  of  69.9. 


CHAPTER  VII. 


SUNDAY-SCHOOL  PUBLISHING  PLANTS 
AND  PERIODICALS. 


The  following  information  concerning  the 
publication  of  Sunday-school  periodicals 
will  give  some  idea  of  the  magnitude  of  the 
Sunday-school  work  in  the  United  States. 
It  shows  the  amount  of  capital  invested  in 
Sunday-school  publishing  work,  the  number 
of  single  copies  of  Sunday-school  papers 
published  annually,  and  the  weight  of  publi- 
cations mailed  at  second-class  rates.  The 
authenticity  of  these  figures  is  assured,  as 
they  are  taken  from  the  record  of  the  United 
States  Postal  Commission  at  its  "Hearings” 
held  in  New  York,  October  3,  1906. 

The  American  Baptist  Publication  Society 
(white) , Philadelphia — Capital  invested,  $lr 
242,256;  number  of  Sunday-school  papers 

(7i) 


72 


ANCIENT  AND  MODERN 


published  annually  (single  copies),  48,091,- 
580 ; weight  of  publications  mailed  at  second- 
class  rate,  1,167,813  pounds. 

Baptist  Sunday-School  Board,  South 
(white),  Nashville,  Tenn. — Capital  invested, 
$156,913;  weight  of  publications  (mail), 
378,529;  (express),  118,543. 

Methodist  Episcopal  Church  (white) , New 
York  Branch — Capital  invested,  $2,104,712; 
number  of  Sunday-school  papers  annually, 
20,801,300;  weight  of  publications,  1,733,- 
834.  Western  Branch — Capital  invested, 
$1,618,555;  number  of  Sunday-school  papers 
annually,  35,771,889 ; weight  of  publications, 
4,739,780  pounds. 

Southern  Methodist  Church  (white), 
Nashville — Capital  invested,  $1,004,159; 
number  of  Sunday-school  papers  annually, 
29,585,969;  weight  of  publications,  827,829 
pounds. 

Methodist  Protestant  (white),  Pittsburg, 
Pa. — Capital  invested,  $300,000;  number  of 


SUNDAY-SCHOOL  METHODS. 


73 


Sunday-school  papers  annually,  8 publica- 
tions ; weight,  52,400  pounds. 

Free  Methodist  Church  (white)  of  N.  A., 
Chicago — Capital  invested,  $50.00;  number 
of  Sunday-school  paoers  annually,  3,275,- 
000 ; weight  of  publications,  83,481  pounds. 

Presbyterian  Church  of  the  U.  S.  A. 
(white),  Philadelphia — Capital  invested, 
$1,213,134;  number  of  Sunday-school  pa- 
pers annually,  46,455,564;  weight  of  publi- 
cations, 1,527,448  pounds. 

Southern  Presbyterian  Church  (white), 
Richmond,  Va. — Capital  invested,  $125,000; 
number  of  Sunday-school  papers  annually, 
7,572,294;  weight  of  publications  (mail), 
179,973  pounds;  (express),  39,075  pounds. 

United  Presbyterians  (white),  Pittsburg — 
Capital  invested,  $285,000;  number  of  Sun- 
day-school papers  annually,  6,383,527; 
weight  of  publications,  411,011  pounds. 

Cumberland  Presbyterian  Church  fwh'te), 
— Capital  invested,  $200,000;  number  of 


74 


ANCIENT  AND  MODERN 


Sunday-school  papers  annually,  3,333,000; 
weight  of  publications,  95,000  pounds. 

Reformed  (Dutch)  Church  (white),  New 
York — Capital  invested,  $30,000;  number  of 
Sunday-school  papers  published  annually, 
263,000 ; weight  of  publications,  17,000 
pounds. 

Reformed  Church  in  U.  S.  (white),  Phil- 
adelphia— Capital  invested,  $70,000;  num- 
ber of  Sunday-school  papers  annually,  4,952,- 
038;  weight  of  publications,  140,000  pounds. 

Episcopal  Church  (white),  New  York — 
Capital  invested,  not  given;  number  of  Sun- 
day-school papers  annually,  8,605,500; 
weight  of  publications,  588,300  pounds. 

Congregational  Church  (white),  Boston- 
Capital  invested,  $150,000;  number  of  Sun- 
day-school papers  annually,  8,605,500; 
weight  of  publications,  588,300  pounds. 

Disciples  of  Christ  (white),  Cincinnati, 
O. — Capital  invested,  $329,617;  number  of 
Sunday-school  papers  annually,  600,000; 
weight  of  publications,  402,681  pounds. 


SUNDAY-SCHOOL  METHODS. 


75 


Joint  Synod,  Evangelical  Lutheran 
(white) — Capital  invested,  not  given;  num- 
ber of  Sunday-school  papers  annually,  342,- 
000. 

German  Methodist  (white),  Cincinnati, 
0. — Capital  invested,  not  given;  number  of 
Sunday-school  papers  annually,  1.589,000; 
weight  of  publications,  63,700  pounds. 

German  Baptist  of  Quaker  Brethren 
(white),  Elgin,  111. — Capital  invested,  not 
given;  number  of  Sunday-school  papers  an- 
nually, 1,924,000;  weight  of  publications, 
290,000  pounds. 

The  General  Synod  Lutheran  Church 
(white) , Philadelphia — Capital  invested,  $5,- 
097,000. 

Evanglical  Association  (white),  Cleve- 
land, O. — Capital  invested,  $316,000;  num- 
ber of  Sunday-school  papers  annually,  2,219,- 
600;  weight  of  publications,  203,925  pounds. 

United  Brethren  (white),  Dayton,  O. — 
Capital  invested,  $375,000;  number  of  Sun- 


76 


ANCIENT  AND  MODERN 


day-school  papers  annually,  5,000,000 ; weight 
of  publications,  800,000  pounds. 

National  Baptist  Publishing  Board  ( col- 
ored) , Nashville , Tenn. — Capital  invested, 
$300,000;  number  of  Sunday-school  papers 
annually,  11,717,876;  weight  of  publications, 
322,708  pounds. 

The  A.  M.  E.  Publishing  House  (colored), 
Nashville,  Tenn. — Capital  invested,  $50,000; 
number  of  Sunday-school  papers  annually, 
928,100;  weight  of  publications,  49,688 
pounds. 

A.  M.  E.  Zion  Publishing  House  (colored), 
Charlotte,  N.  C. — Capital  invested,  $142,743 ; 
number  of  Sunday-school  papers  annually, 
2,978,780;  weight  of  publications,  94,768 
pounds. 

American  Sunday-School  Union  (white), 
Philadelphia. — Capital  invested,  not  given; 
number  of  Sunday-school  papers  annually, 
5,741,500;  weight  of  publications,  118,356 
pounds. 


SUNDAY-SCHOOL  METHODS. 


77 


Harris-Jones  & Co.  (white),  Providence, 
R.  I. — Capital  invested,  $190,000;  number 
of  Sunday-school  papers  annually,  627,000; 
weight  of  publications,  79,047  pounds. 

W.  A.  Wilde  & Co.  (white),  Boston. — Cap- 
ital invested,  $75,000;  number  of  Sunday- 
school  papers  annually,  2,250,000;  weight 
of  publications,  190,000  pounds. 

Sunday  School  Times  (white) — Capital 
invested,  not  given;  number  of  Sunday- 
school  papers  annually,  5,137,000;  weight  of 
publications,  619,872  pounds. 

D.  C.  Cook  & Co.  (white),  Chicago — 
Weight  of  publications,  3,650,000  pounds. 

World  Sunday-School  Evangel  (white), 
Cleveland,  O. — Number  of  Sunday-school  pa- 
pers annually,  350,000;  weight  of  publica- 
tions, 36,000  pounds. 

From  a r°b‘able  source  we  find  the  figures 
for  the  C.  M.  E.  Publishing  House  (colored), 
Jackson,  Tenn.,  as  follows : Capital  in- 
vested, $80,000;  number  of  Sunday-school 


78 


ANCIENT  AND  MODERN 


papers  annually,  590,500;  weight  of  publi- 
cations, 53,145  pounds. 

The  totals  from  white  Sunday-school  pub- 
lishing work — Capital  invested,  including 
plants,  real  estate,  accounts  and  merchan- 
dise, $10,140,346;  number  of  Sunday-school 
papers  published  annually  (single  copies), 
259,069,995;  weight  of  publications,  mailed 
at  second-class  rates,  19.752,994  pounds. 

Totals  for  Colored  Sunday-school  publish- 
ing work — Capital  invested,  including 
plants,  real  estate,  accounts  and  merchan- 
dise, $572,743;  number  of  papers  published 
annually  (single  copies),  16,215,256;  weight 
of  publication,  mailed  at  second-class  rates, 
820,309  pounds. 

Grand  total  for  white  and  colored  publish- 
ing work — Capital  invested,  including 
plants,  real  estate,  accounts  and  merchan- 
dise, $10,713,089;  number  of  Sunday-school 
papers  published  annually  (single  copies), 
275,285,251;  weight  of  publications,  mailed 
at  second-class  rates,  20,278,303. 


SUNDAY-SCHOOL  METHODS, 


70 


The  16*215,256  copies  of  Sunday-school  periodicals 
reported  as  published  and  circu  ated  annually  by  the 
lour  colored  publishing  houses  do  not  represent  the 
lull  amount  of  Sunday-school  periodicals  used  in  col- 
ored Sunday-schools,  for  the  reason  there  are  col- 
ored denomination®  that  have  as  large  a percentage 
of  Sunday-schools  in  their  churches,  if  not  larger, 
than  the  four  denominations  that  own  their  own  pub- 
lishing houses,  but  they  obtain  their  religious  periodi- 
cals from  the  white  publishing  house  of  the  same  de- 
nomination, For  instance,  the  Methodist  Episcopal 
Church  has  a large  colored  constituency,  in  fact, 
it  is  possibly  next  in  size  to  the  African  Methodist 
Episcopal  Church.  It  has  a great  number  of  con- 
ferences made  up  exclusively  of  colored  churches  in 
every  Southern  state  and  in  some  of  the  Western 
and  Middle  states.  It  has  one  colored  Bishop  for 
Africa,  four  or  five  general  officers,  a great  number 
of  presiding  elders  and  ordained  ministers.  This 
would  show  that  they  are  compelled  to  have  a large 
number  of  colored  Sunday-schools  and  use  large 
Quantities  of  literature,  but  this  is  published  exclu- 
sively by  the  whites.  The  same  can  he  said  of  the 
Methodist  Protestants*  the  Free  Methodists,  the 
Presbyterians  U.  S.  A.,  the  United  Presbyterians  and 
the  Cumberland  Presbyterians,  the  Reformed 
Church,  the  Episcopal  Church,  the  Congregational 
Church,  the  Disciples  of  Christ,  and  the  United 
Brethren,  all  have  colored  churches,  hut  none  of 
these  colored  denominations  have  their  own  publish- 
ing houses  separate  and  apart  from  the  whites.  It 
is,  therefore,  impossible  to  give  the  Sunday-school 
teacher  benefit  of  knowing  how  many  single  conies  of 
Sunday-school  periodicals  are  used  annually  by  the 


80 


SUNDAY-SCHOOL  METHODS, 


great  army  of  colored  Sunday-school  workers.  All 
of  these  are  credited  to  the  whites,  which  is  incor- 
rect; but  it  is  the  best  that  can  be  done  under  the 
circumstances. 

Every  reader  must  draw  his  iwn  conclusion  and 
make  his  own  calculation.  What  is  said  of  Sunday- 
school  literature  is  equally  true  of  Sunday-school 
teachers  and  pupils,  for  it  is  impossible  to  give 
any  accurate  statistics  of  the  percentage  of  col- 
ored people  who  attend  Sunday-school.  By  refer- 
ence to  the  percentage  of  Sunday-schools,  as  shown 
by  the  last  census  on  page  68  of  this  little  book, 
it  will  be  seen  that  while  the  white  churches  be- 
longing to  the  Southern  Baptist  Convention  (white) 
have  only  sixty-eight  and  one-tenth  per  cent,  and 
the  churches  of  the  Northern  Baptist  Convention 
(white),  eighty-eight  and  eight-tenths  per  cent., 
the  churches  of  the  National  Baptist  Convention 
(colored)  have  a percentage  of  ninety-four  and 
three-tenths.  From  these  figures  it  would  be  but 
just  to  conclude  that  the  colored  people  have  a 
larger  percentage  of  Sunday-schools  than  have  the 
whites.  This  can  be  easily  accounted  for,  as  the 
colored  people  are  a young  race.  The  older  people, 
being  deprived  of  an  early  education,  are  making 
strenuous  efforts  to  religiously  educate  their  chil- 
dren, hence  this  large  percentage  of  Sunday-schools 
in  the  churches. 

In  closing  this  little  volume,  the  author  begs  that 
•each  Sunday-school  teacher  who  may  chance  to  pe- 
ruse this  book  will  be  stimulated  to  more  thor- 
oughly acquaint  himself  with  the  great  Sunday- 
School  Movement  of  America. 


\ 


